Challenging Behaviour

Friday 22nd of November 2013

Fintan O’Reganwww.fintanoregan.com

Fjmoregan@aol.com@fintanoregan

Publications • Cooper P and O’Regan F (2001) EDUCATING children with

ADHD: Routledge Falmer Press• O’Regan F (2002) How to teach and manage children with

ADHD: LDA a division of McGraw- Hill • O’Regan F (2005) ADHD : Continuum International • O’Regan F (2005) Surviving and Succeeding in SEN Continuum

International • O’Regan F (2006) Challenging Behaviours Teachers

Pocketbooks• O’Regan F (2006) Troubleshooting Challenging Behaviours

Continuum International • O’Regan F (2008) The Small Change 2 BIG DIFFERENCE series

Hyperactive, Inattentive and Disorganised, Special Direct fjmoregan@aol.com

Learning 10% of what you read

20% of what you hear

30% of what you see

50% of what you both see and hear

70% of what you hear, see and do

90% of what your peers tell you!

John Dewey

Mindset

1. Your intelligence is something about you that you can’t change very much

2. You can learn new things but you can’t really change how intelligent you are

3. No matter how much intelligence you have, you can always change or improve it

4. You can substantially change how intelligent you are

Carol S Dweck Mindset

Mindset

1. You are a certain type of person and there is not much that can be done to change that

2. No matter what kind of person you are you can always change substantially

3. You can do things differently but the important parts of who you are can’t really be changed

4. You can always change basic things about the kind of person you are

Carol S Dweck Mindset

Discussion

• Do you have a Fixed or a Growth Mindset?

Behaviour*

Behaviour is learned

Behaviour is purposeful in a social setting

Behaviour is chosen

Behaviour communicates information about needs

Behaviour can be the result of BDS

Behaviour can be changed

Behaviour can be taught

Rogers 1997

Risk factors in the child

Specific learning difficulties/neurological difficulties

Difficult temperament

Levels of intelligence, IQ and EI

Socialisation difficulties

Physiological issues of levels of self esteem, depression, stress

Other health factors

Risk factors in the family Overt parental conflict

Family breakdown

Sibling rivalry

Inconsistent or unclear discipline

Hostile or rejecting relationships

Health of parents

Failure to adapt to a child’s changing needs

Physical, sexual or emotional abuse

Death and loss-including loss of friendship

Why are some students not motivated?

No relevance for them

Fear of failure

They feel inadequate

Uninspiring work

SEN issues which may be difficult to address

Plevin 2010

Some SEN and Behaviour terms

ADHD, ASD, AGT, BD, CD, ODD, EBD, SEBD, SpLD, OCD, DCD, LD, SPD, SLD, TS, PWS, DAMP, MLD, SLD, and…OTT

Motivation Myths

Some students are beyond help

All they need is some competition

It’s not my job to motivate them......they should just learn it

Bribe them to learn

Discipline them....that will solve it

Problems associated with rewards*

Only useful for LOW ORDER tasks

Effectiveness wears out over time

No use if student lacks skills/resources to complete task

Reduce interest in the work

Rely on a member of staff being present

The keys to motivation

Belonging: to feel accepted, appreciated, loved, needed, connected

Power: recognition, freedom, choice, success, contribution

Fun: novelty, intrigue, excitement, variety, adventure, amusement, surprise

Dr William Glaser The Achieving Society

School attitude at age 7 years Boys Girls

Do not enjoy school 24 10

Like school a lot 43 48

Enjoy reading 48 65

Thinks the teacher thinks they are clever 44 51

Always try their best 74 85

Talks when should be working 17 11

Are always unhappy at school 9 6

TES 15.10.10

Exclusion issues Boys are 4 times more likely to be permanently

excluded from schools and 3 times more likely to be temporary excluded

At age 14 one in five boys has a reading age of 7 and at age 16, 25% (90,000) of all boys in English schools do not gain one GCSE C grade

Harriet Sergeant Handle with Care Sept 2006

Boys

• Boys like socialite learning• Boys like active learning• Boys lower boredom level• Boys like to know 3 main things

S. Bidduf 1996

Boys and Girls and SEN

The Corpus Callosum, is enlarged in women, compared to men

Bishop K.M. and Wahlsten, D. Sex differences in the human corpus callosum: myth or reality? Neuroscience and Bio behavioural Reviews vol 21 (5) 581 - 601, 1997.

Needs of Girls and Boys

To fit in : belonging, to connect, cooperate

To stand out : to be different, appear capable, compete

To be your own person : to be assertive , rights and responsibility

Behaviour and SEN

ADHD

Spld

ASDODD

CD

ASD

Triad of Social Impairment:

• Social Communication• Social Imagination• Social interaction

…..also Sensory sensitivity and processing

“The Explosive Child”

Inflexibility + Inflexibility = Meltdown

Ross Greene 2004

Inattention Hyperactivity

Impulsivity

Core symptoms of ADHD

ADHD DSMV

1) Change the age of onset from of impairing symptoms by up to age 7 to the

onset of symptoms up to age 12,2) Change the three subtypes to three current presentations;3) Add a fourth presentation for restrictive inattentive;

4) Change the examples in the items, without changing the exact wording of

the DSM-IV items, to accommodate a lifespan relevance of each symptom and to improve clarity.

5) Remove PDD from the exclusion criteria.

6) Modify the pre-amble A1 and A2 to indicate that information must be obtained from two different informants (parents and teachers for children

and third part/significant other for adults) whenever

possible.

Girls with ADHD

Their problems are frequently under-appreciated

May be inattentive only If hyperactive, may present differently

Oppositional Defiant Disorder

• Argues with Adults• Refuses and Defies• Angry and Defensive• Spiteful and Vindictive

Possess a “counter- will “the more pressure we apply the greater the opposition

Riley’s Rules regarding ODD • They live in fantasy land where they can defeat all authority figures• They are optimistic and fail to learn from experience• You must be fair to me no matter how I treat you• Seek revenge when angered• Need to feel tough• Feel you will run out of moves eventually • Feel equal to their parents• Emulate the behaviour of their least successful peers• Answer most questions with “I don’t know”• Logic revolves around denial or responsibility

• Douglas Riley the Defiant Child 1999

Conduct Disorder

Aggression to people/animals

Destruction of Property

Deceitfulness or theft

Serious Violations of rules

A Formula for Teaching and Management?

SF3R

Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications

Structure

• Rules, Routines and Rituals

• Acceptance and understanding of Mood and Motivation Management by all members of the school community

• Management of non structured time

Flexibility

• Alternative ways of supporting “Non Traditional Learners” in learning and development

• If it is not working then... change the activity

• Working with other professionals/agencies when necessary

The 3 “Rs”

• Rapport • Relationships

• Role Models

SF3R

Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications

Rules, Routines and Rituals will…

• Reduce anxiety• Enhance motivation, confidence and self esteem• Enhance concentration and reduce distractions• Facilitate independence

Application of Rules

Band 1 Band 2 Physical /Verbal abuse Distractibility

Phone Disorganisation

Timekeeping Calling out Attendance Fidgeting Dress Code Engaging others

Rules and Responsibilities

* Rules, Rights and Responsibilities posted clearly in classes

*Graduated Positive and Logical consequences

reinforcement charts explained on a regular basis *Set up escape hatch for certain students to sound

off/diffuse …………”can’t do it in public”

Basics

• Have you cut out external distractions• Are you aware of the danger spots• Can you arrange the seating plan to reduce

potential trouble spots• Can you see them at all times• Do you control exits and entrances• Is your mobility fit for purpose• Does your equipment work and do have

your materials in advance

Classroom layout

• Identify a safe haven / quiet area• Sit away from door, window, corridor• Sit away from resources not in use• Sit away from resources needed by other students• Sit near teacher• Sit near student with good study and attention skills• If available use work stations• Use horseshoe layout for discussion

Excessive motor activity

Allow student to fiddle with an agreed object e.g. stress ball, concentrators, bar magnets etc…

Give short breaks between assignments Plan ahead for transition times Use alternative technology e.g. computer, music Set variety of tasks and activities, where possible include

‘hands on’ activity Give whole class stretching exercises midway through

Motivation

Set short term mini-targets. "By the end of the lesson you need to get down to here in your text book." "In the next ten minutes you need to complete numbers 1-4. I'll be back to check in ten minutes."

Make lesson activities more active

Include fun starters, video clips, educational games, energizers, magic tricks and brain teasers in your lessons from time to time to break up monotony.

Some personal skills could be

• Listen actively to what they say• Use assertiveness as opposed to aggressiveness• Bring energy and optimism into the classroom• Eliminate Sarcasm and other forms of put downs• Challenge damaging talk about student’s by

colleagues• Use of signs and signals to prevent escalation of

behaviour• Feigning shock and surprise at the student’s choice

of action

Some extra thoughts

• Don’t take it personally, it’s not about you it’s about them

• Humour is more powerful than muscle• A child’s attempt to gain power can be

healthy• You must be prepared to be unpopular

Some teaching styles

• The Controllers

• The Friend

• The Benign Dictator

Also The Grumblers, The Optimist, The Competitive one, The Pacifist, The Chatterbox, Dull as dishwater, The Explosive

Controllers

Attitudes

• Children should be seen and not heard• Don’t smile till Xmas• They’re just like their parents • If one person gets away with it, they will all do it• It’s a battle and I aim to win it

Controllers

Strategies• Tell them what to do• Threaten them with consequences• Send them to somebody else

Outcomes• Poor quality relationships• High quality stress• Learning and risk taking will be impaired

The Friend

Attitudes

• Children need nurturing like buds on a flower• Being nice and friendly means children will like you• Classrooms are a democracy where negotiation is

the key• Planning excellent work will always be enough

The FriendStrategies• Asking, Negotiating, Pleading followed by • “Why are you doing this to me” (hurt)• “How many times have we been through this”

(frustration)

Outcomes• Uncertainty leads to insecurity• Learning and risk taking are significantly impaired

The Benign Dictator

Attitude• A teachers job is to set boundaries• A child’s job is to test them• Children should be helped to experience

achievement and mistakes will be part of the journey

• Caring means sometimes being prepared to make unpopular decisions

• The problem is the problem not the child• Fairness is not giving everybody the same it is giving

them what they need

The Benign Dictator

Strategies• Holds children accountable for their choices• Creates a culture of praise that focuses on what children do well• Redirects children towards success• Applies consequences positive and negative with consistency

Outcomes• Children learn boundaries with dignity• The teacher is both leader and coach in the classroom• Learning, risk taking and motivation are greatly enhanced

Communication

7% words

38% Tonality, Volume and Tempo

55% non verbal signals

Assertive Body language Eye contact

Height/level positioning

Relaxed

Nodding

Personal space –balance

Facial expressions

Not fidgeting

Focused, active listening

Touch (if you are comfortable using it)

Active Listening

• To give your complete focus to what the other person is saying

• Let the other person finish before you start talking• Maintain eye contact• Keep your emotions in check• Don’t interrupt or jump to conclusions• Look for feelings or intent behind the words

And also

• Use verbal and non-verbal encourages, e.g. head nods, ‘uh ah’ I see etc…

• Use of silence

And try not to say….• ‘I know how you feel’• ‘Don’t worry it will be alright’• ‘If I were you’……(give information, not advice)

Assertive Sentence starters Let’s………..

I need you to........ In five minutes you will have……….

When I return I will see……………..

Today we are going to……………..

You will be…………………..

I expect you to……………..

I know that you will………………

Thank you for……………………

Refocusing the conversation

Student Adult

• ‘It wasn’t me’ ‘I hear what you are saying….’• ‘But they were doing the same thing ‘I understand…..’• ‘I’m going to report /sue you” ‘Be that as it may….’• ‘I was only…..’ ‘Maybe you were….and yet….’• ‘You are not being fair’ ‘Yes I may appear unfair…’• ‘It’s boring’ ‘Yes you may think it boring…

yet• ‘You are annoying’ ‘That could be true however.......

If not working try…..

“I am stopping this conversation now and I am going to walk away and give you a chance to think about the choices that you want to make……. I know that when I come back we will have a productive conversation”

Summary of Assertive Sentence starters

• Let’s………..• I need you to…………• In five minutes you will have……….• When I return I will see……………..• Today we are going to……………..• You will be…………………..• I expect you to……………..• I know that you will………………• Thank you for……………………

Watch your but’s

• I’d like to see you at break but I have to mark these tests

• I’m pleased with what you have written but I need you know it’s still not neat enough

• I think you have improved in your Science but I am very disappointed with your behaviour today

• I see that you are trying but it’s not good enough

General approaches

• Keep reading the mood of the student/s• Always focus on the incident not the student, don’t

personalise • Try to provide a “save face” option in front of peers by

providing a choice of outcome• Be prepared to go into the “broken record” mode at

times and don’t get into drawn into smokescreen behaviour

• Use of humour if appropriate

Solving Conflict

• Isolate them to avoid peer reinforcement and embarrassment and let them have their say

• Give clear messages about negative behaviours and costs

• Ask moral questions• Focus on moving forward but also dig for an

apology However :• You can’t talk to a drunk when he’s drinking• Avoid spraying matches with skunks

Value of praise

Praise can improve self-esteem, self-reliance, autonomy, achievement and motivation

Praise will have different effects according to the gender, home background, abilities and personality of pupils

Praise should be seen as encouragement and as part of a continuing process

Types of praise

Wallpaper praise…………..’great’ , ‘lovely’

Personnel Praise…………..’you are brilliant’

Directed praise………’well done for following the rule’

Reflective praise…….you should feel good about this work

Contextual praise………….this assignment is so good that I need to show it to the Head so that we can display it on the wall or enter it for an award..

Rapport

• Definition ...is to describe the relationship of two or more people who in sync or on the same wavelength because they feel similar and/or relate well to each other.

D. Stewart 1998

• Explanation ...it stems from an old French verb rapporter

which means literally to carry something back...i.e. share similar values, beliefs, knowledge, interests

N.Turton 1998

Building Rapport

• Mirroring : Getting into a rhythm with the person on as many levels possible

• Reciprocity : Doing favours without asking for something back

• Commonality : Deliberately finding something in common with a person in order to build a sense of trust

C. Colley : Building Rapport http://www.evancarmichael.com

Parental Involvement

Contact procedures

Parent teacher conferences

Report cards

– Some children can place a great deal of pressure on family relationships

– Some strategies are important - to be followed through at home

– Parents must try and look after themselves

Working with parents

Listen and acknowledge –allow them to express themselves uninterrupted

Ask them what they think they need in order to resolve the issue

Agree to reasonable request. Consider when and who will action them

Give them a clear and realistic date when you will contact them and tell them about progress

Thank them and remind them that you have their child’s best interest at heart

Role Models for Students

• Passion and the Ability to Inspire

• Clear Set of Values

• Commitment to Community

• Selflessness and the Acceptance of Others

• Ability to Overcome Obstacles

JE Kahne and S.E. Sporte 2008 : Developing citizens : American Educational Research Journal